The Use of Assessment Data in Making Changes

Samples As Presented in the 2006/07 YAR

Ferris State University has a long tradition of continuously improving our curricula, course offerings, supportive services, and other features of our program to provide our students with the best possible education. Drawing on assessment data, engaging in conversations with advisory boards, performing systematic reviews of our programs, and working with our graduates and those who employ our students, we work hard to make certain our graduates are well prepared to meet the challenges of a changing workplace and a changing world. Below are only a few examples from the 2006/07 YARS of how our programs draw on assessment data to continue to work to enhance the learning environment for our students.

These samples show the following contents:

Assessment Data Can Be Used to Confirm Action Taken

Assessment Data Can Be the Basis to Begin Discussions

Assessment Data Can Be Used to Revise the Curriculum

Assessment Data Can Be Used to Refocus or Refine Course Offerings

Assessment Data Can Be Used to Identify Where Additional Support is Needed

Program Review Offers the Opportunity to Identify What Changes are Needed and to Plan for Them

Assessment Data Can Be Used to Confirm Action Taken or Practices in Place

e)Psychology BA How have assessment data been used for programmatic or curricular change?

The most recent curricular changes were made before assessment data were gathered for the Program’s review. The subsequent data derived from program review largely supported the changes (e.g., clarification regarding the internship/research requirement).

Dental Hygiene AAS

a) How have assessment data been used for programmatic or curricular change?

The low attrition rates would suggest that students are academically prepared for the professional sequence and so have suggested that no change in admission criteria is necessary at this time. The licensure exam scores are also at or above national averages for the past three years, suggesting program strength and integrity. This is always monitored to assure quality program outcomes.

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Assessment Data Can Be the Basis to Begin Discussions

Social Work B.S. How have assessment data been used for programmatic or curricular change?

· The outcome data is shared with both the faculty and the Social Work Program Advisory Committee. In the past, this data was utilized to drive the extensive curriculum changes that were implemented Winter 06.

· The outcome data from 2003-2005 is currently being used to refine our assessment protocols and instruments and re-set our benchmarks for student achievement based upon national norms.

· As a result of the outcome data and recent university emphasis on student engagement, the faculty is dialoging about implementing academic service learning across the social work curriculum.

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Assessment Data Can Be Used to Revise the Curriculum

Diagnostic Medical Sonography

b) How have assessment data been used for programmatic or curricular change?

It was clearly evident that the attrition rates could be directly related to lack of academic preparation for the program, specifically in the areas of math competency and scientific understanding. The curriculum was revised by separating the combined didactic and laboratory courses and creating two new courses each semester. The admission criteria and progression policy were revised to attract a more qualified and successful student.

The first cohort to be admitted under the new admission criteria and progression policy began the program in the Fall 2005 semester. The new curriculum will be implemented in the Fall 2007 semester.

Medical Laboratory Technology

c) How have assessment data been used for programmatic or curricular change?

○ Assessment data was used as a basis for the curriculum revision completed during the 2004-2005 academic year and implemented in the Fall, 2005.

○ No assessment was completed in the 2006-2007 academic year because of the implementation of the new curriculum and lack of ability to gather meaningful data.

○ Assessment data is evaluated to determine needed changes in teaching methods within the professional level coursework. As a result of comments by employers and graduates, more emphasis has been placed on phlebotomy with the creation of a 2 courses (1 lecture and 1 laboratory) dedicated to phlebotomy.

Applied Biology BS

d) How have assessment data been used for programmatic or curricular change?

Recently we have changed requirements in communications and writing because of assessment data – COMM 121 is now required and ENGL 421 Scientific Writing was created. Feedback from students and an internship supervisor suggested that GIS would be a valuable skill. We plan to begin discussions on the Environmental Biology Curriculum starting Sp 07.

Radiography AAS

e) How have assessment data been used for programmatic or curricular change?

They completed a curriculum revision that will separate the lab and didactic portion of the curriculum. It is expected that the new curriculum, Fall 07, along with the increased admission standards will greatly increase the retention rate in the program and quality of graduate.

The program is pleased with the increase in registry pass rates and will continue to monitor the outcomes with the new outcomes assessment plan that was developed.

Industrial Chemistry Technology AAS

How have assessment data been used for programmatic or curricular change?

1) Over the next 18 months, we intend to break down the performance on ACS examinations by subcategories, in order to see where students are doing well and where they are doing not so well in the general chemistry sequence.

2) We have modified the projects portion of Organic Chemistry 2 to give students a more restricted set of projects, rather than an open wide choice. We will see in the future if this change results in better student performance.

3) The last learning outcome refers to students’ ability to use word processing and spreadsheet software in a work place setting. Upon evaluation of students’ performance in INCT 230 (referred to above) and upon consent by some members of the advisory board, the program coordinator will begin efforts to drop ISYS 105 from the curriculum. The evidence suggests that students satisfactorily learn the skills they need within the context of the program courses.

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Assessment Data Can Be Used to Refocus or Refine Course Offerings

Mechanical Engineering and Technology BS and AAS

How have assessment data been used for programmatic or curricular change? Assessment measures have been used to change content of individual courses and to alter the sequence of courses in the program. Examples include the creation of MECH 490 MET Senior Project and the collaborative effort on ENGL 311 and MECH 490. Fast Fourier Transform instruction has been enhanced in MECH 421 Senior Lab. A replacement textbook will be used in MECH 360 Dynamics.

Respiratory Care

f) How have assessment data been used for programmatic or curricular change?

As a result of internship site supervisor evaluation, the neonatal/pediatric respiratory care course was expanded to include advanced therapeutic modalities.

Biochemistry BA

How have assessment data been used for programmatic or curricular change?

Printing Programs in aggregate

How have assessment data been used for programmatic or curricular change?

Input from the Advisory Committee and their suggestions have been considered. The department is in the process of implementing many of them in our new curriculum proposal which will be completed in time for Spring of 2007. Over the past several years, programmatic and curricular changes have been made and the process of updating individual courses is done yearly. The assessments the programs have undergone have provided much information for modification and redirection. We are presently making changes in all of our program offerings, which will lower the credit hour requirements for the two BS programs. The department is also planning to make major changes in some courses, i.e. adding variable data toner-based printing as part of the press class.

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Assessment Data Can Be Used to Identify Where Additional Support is Needed (Assessment Practices Can Also Be Reviewed to Determine What Is and What Is Not Providing Useful information)

Medical Records Administration Program

How have assessment data been used for programmatic or curricular change?

The curriculum was changed as a result of the curriculum comparison against the accreditation agency standards. Employer and graduate surveys were reviewed but not found to be helpful during the curriculum revision process.

As a result of student and graduate comments, testing strategies have been reviewed and modified to give the students more practice taking computerized multiple choice exams to more adequately prepare them for the national certifying examinations.

Nuclear Medicine AAS

g) How have assessment data been used for programmatic or curricular change?

In Fall 2003, a SLA was implemented for NUCM 120, which was the semester when the majority of the attrition seemed to occur in the program. This has resulted in a significant drop in program attrition to only 02.5% in Fall 2006.

This Support Can Include Routing Students to Helpful Support Practices

Nursing A.A.S.

· Students who do not attain the desired probability scores on the level 1 HESI assessment test are required to undergo remediation during the second level of the program, including mandatory SLA attendance to better prepare them for the exit exam the last semester. This exam provides the student and program with the individual content areas tested and indicates the individual and mean scores for each area, as a method of individual student and program feedback.

For the HESI exit exam (a specified assessment measure), students who are unable to attain the desired probability score must attend a NCLEX review course in order to have their final grades posted for the final NURS course or to have their applications submitted for licensure. This exam provides the student and program with the individual content areas tested and indicates the individual and mean scores for each area, as a method of individual student and program feedback. The results for 2006 graduates did not meet the program outcome, with only 66% (desired outcome = 80%) attaining the probability score of 850.
The overall NCLEX-RN initial pass rate did meet the program outcome with only 87% (desired outcome = 90%), which suggests that the HESI exit exam is fairly predictive of NCLEX success and does help them identify their areas of weakness in preparation for the licensure exam, especially in view of the current NCLEX-RN overall pass rate of 90% for this class
The higher attrition rates and slightly lower NCLEX pass rates for the 2006 graduates is a departure from the previous trends in this program. Data for the previous 4 years has demonstrated pass rates at 90% or above, consistently meeting these program outcomes.
The data collected each year on the Student Satisfaction survey at the annual Student affairs meeting is always taken into consideration by the faculty to determine if student suggestions can be incorporated into the program, balancing the need to maintain certain program standards with student desires for content, scheduling, etc.

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Program Review Offers the Opportunity, Drawing on Previous Assessment, to Identify What Changes are Needed and to Plan for Them

Nursing BSN

h) How have assessment data been used for programmatic or curricular change?

In Fall 2003, The RN to BSN program completed the APR process and then in March 2005 had the site visit for ongoing accreditation for the NLNAC. As a result of writing the APR report and the NLNAC self-study, a great deal of attention was focused on program outcomes. Several issues were identified and addressed:

Graduation rates: It was discovered that the previous method of measuring graduation rates was yielding deceptively high rates. When the actual rate of program completion was revealed for the APR report, it was noted that a significant number of students did not complete general education requirements after completing the nursing coursework. As a result, the definition of graduation was changed to be more representative of the program (as above) and a more focused approach to assisting students in the completion of general education coursework was implemented by faculty advisors. As a result, we are beginning to see more students complete the program and actually graduate within 4 years of starting the program.
Course Pass rates: It was noted by some of the new and adjunct faculty teaching in this program that writing skills were not developing at a level consistent with professional expectations. As a result, students were not passing some of the 400 level courses. This discovery resulted in some collaboration with the ENGL 321 faculty in Fall 2003, as well as an effort to be sure that ENGL 321 is offered early in the program to provide the foundation needed to develop writing skills. Finally, faculty agreed upon some strategies they could implement that would hold students to a higher standard of writing. The results of these efforts are still in the evaluation stage, but some improvement has been noted over the 2004-05 AY.
Employment Rates and Patterns: No intervention identified, as the students who enroll in the RN to BSN program are typically employed either full or part time. It was noted, that perhaps more useful data for program evaluation would be to identify how employment patterns changed as a result of the BSN degree.
Student & Graduate Satisfaction: Although students and graduates seem to be generally satisfied with the program, it was noted in the 2003 surveys that academic advising was not being perceived as positively as in the past, specifically after students entered the program. This has resulted in several changes in advising, but most significant was the idea of establishing a webCT platform for each advisor to have more immediate contact with advisees and to also allow students to contact and receive a more immediate answer from their advisor. This has already been very successful from both the perspective of the advisor and the students. The results of the recent Student satisfaction survey indicated that only one cohort site rated Advising as less than satisfactory overall.

For the 2005-06 AY:

This program is currently undergoing a review and revision to address several issues within the framework of the School of Nursing:

With the approval of the new BSN pre-licensure program, there will be some courses that will be offered in both BSN curricula. Therefore current RN to BSN courses will be replaced with these new course numbers, which also reflect the outcomes of the newly revised organizational framework for undergraduate nursing programs.
The new curriculum will allow more flexibility in the general education course requirements, with less prescriptive selections being made for the student. This is intended to facilitate transfer credit into the program.

CAD Drafting and Tool Design

I. Academic Program Review Recommendations

Please indicate the recommendations (enhancements or changes) made by APRC in the most recent review of the program by the APRC council. What actions have been taken in response to these recommendations?

Areas of strength:

a. Continuous improvement for the program.

b. WebCT course development.

b. Experienced faculty.

c. Rapid prototyping center.

d. Active student organization.

e. Supportive industrial advisory board.

f. The CDTD program constantly updates the application software used in the program.

Areas of concern (and proposed actions to address them):

a. No COT/University plan for replacement or maintenance of current equipment.

b. Funding and support to develop student recruitment activities with high schools, career centers, and community colleges.

c. No marketing plan.

Future goals:

a. Continuous improvement of the program and facilities.

b. Faculty training for advanced applications.

c. More recognition for faculty effort and accomplishments.

d. More support from administration for development of projects outside of classroom instruction.

Construction Programs in aggregate

Areas of strength:

a. The Endowment for the Whiting-Turner Contracting auditorium. This endowment money can be utilized to support student activities in the laboratories, student competitions, and other activities that are student related.

b. The Michigan Construction Hall of Fame initial Endowment. This endowment money can be utilized to help defray the costs of the plaques and the banquet.

c. The recent Recognition Dinner and the unveiling of the Michigan Construction Hall of Fame Endowment plaque in the Atrium of the Granger center. Fourteen Michigan Contractors have been inducted and their pictures and biographies hang on the wall. This initiative is supported by six construction organizations and the Construction Technology and Management program.

d. The Alton “Andy” and Evelyn Brayton Memorial Scholarship which allows each student that passes the American Institute of Constructors (AIC) Level 1 examination to receive the cost of their examination fee.

e. The Granger Center for Construction and HVACR with its design, construction, furnishings and equipment supporting an active construction education.

f. The Klett Family Materials laboratory emphasizing asphalt and highway construction with equipment funding from the construction highway industry firms.

g. The numerous construction companies interviewing for student this fall. There have been six national contractors interviewing.

h. An organized and active CTM Advisory Board.

i. Steady and consistent enrollment growth.

j. Offering the construction program in Grand Rapids for adult learners in the evening since 1989.

k. A new minor in Construction Administration is being proposed for students from business, and other technology programs.

l. A well-integrated curriculum with structured outlines and syllabi supporting effective instruction.

m. Three courses are designated as writing-intensive courses. This was suggested by the CTM Advisory Board.

Areas of concern (and proposed actions to address them):

a. Excessive faculty teaching and contact hours. Action: the Program Review Committee has recommended an additional faculty member be hired. The one-year temporary for Fall semester 2007 could be filled with a seasoned faculty member.

b. Enrollment continues to increase. Action: Interview students and select a specified number or raise the entry math level to MATH 120 Trigonometry. Adding more faculty would address this as well.

c. Lack of faculty Professional Development Funds. Action: utilize the Academic Program Review Report to address this issue.

d. Funding for the Student Competitions. Action: continue soliciting funding opportunities from the industry.

e. Funding for the Michigan Construction Hall of Fame. Action: pursue with industry contacts.

Future goals:

a. Maintain ACCE accreditation.

b. Hire additional tenure-track faculty.

c. Provide teaching support to new and tenured faculty.

d. Continuously improve the career opportunities for students.

e. Secure funds for additional endowments.

Computer Networks and Systems BS

Please indicate the recommendations (enhancements or changes made by APRC in the most recent review of the program by the APRC council. What actions have been taken in response to these recommendations?

Areas of Strength:

a. Committed leaders in program areas.

b. Faculty has significant industrial and instructional backgrounds.

c. Faculty genuinely interested in the success of the programs, serving industry, and enabling students to be successful.

d. Curriculum is agile and evolving to stay current with the rapidly changing areas of networks, computer systems, and smart electronics. Newly renovated facilities for EET & CNS.

e. BSCNS is a very unique (1^st CNS in nation still unique curriculum) and growing program.

f. BSCNS is a member of the Cisco Networking Academy.

g. BSCNS is a member of QNX in Education program.

Areas of Concern (and proposed actions to address them):

*Concern*	*Action*
Preparedness of the applicants into IET & CNS is a concern.	Increase marketing efforts to draw a student that is better prepared to succeed in the demanding programs offered. Encourage Ferris to market for better quality student. Encourage Ferris to renew paper based market for students.
Reduce attrition and increase academic quality	New method of presentation of introductory electrical courses to allow more time on basic ideas.
Strengthen both the EET and the CNS advisory committees.	Seek out qualified representation from companies active in field associated with EET and CNS.
Develop teaching skills of new faculty.	Encourage participation with faculty learning opportunities on campus. Integrate new faculty into campus life.
Continued professional development of current faculty.	Encourage writing research and development grants. Seek ways to accommodate faculty to schedule for development opportunities.

Future Goals:

a. Build enrollment above capacity.

b. Update the CNS curriculum to better retention, quality, technical currency, and productivity.

c. Complete continuous assessment plan and begin implementation.

d. Update lab computers and software.

e. Achieve grant, donation, and university support to upgrade lab equipment and experiential learning tools.

f. Add CNS Network Security Technology Course.

g. Have proposed CNS/MBA program with College of Business.

Other Recommendations:

a. Increase marketing for FSU-Big Rapids across the state and especially Grand Rapids area.

b. Target higher achieving students.

c. Take step to better enable external grant application and implementation.

d. Be proactive in investigating educational ventures with Asian markets.

e. Establish leadership in the college.

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